Peter E. Pflaum - Golden Globe - The Synergy Network
http://www.wiredbrain.net/  Pflaump@wiredbrain.com

Topic - the nongraded School- Summary

   Proponents of multiage grouping see it as a natural order of
society.  Studies of simple societies and early American history
reflect such grouping.  Small colonial schools featured
variations of multiage groupings.  These practices are seen today
in many small schools.  Demand for community and calm focus in
schools is particularly essential today because of deteriorating
family conditions.

  Many respected educators of the twentieth century vigorously
uphold concepts of multiage nongraded educational organization;
many suggest problems with implementation.   Benefits of multiage
grouping advanced by advocates include individualized self-paced
instruction, opportunity for increased self-esteem, leadership
and followship experiences, peer tutoring, and cooperative
learning.  Multiage nongraded schooling, an inherent aspect of
small school structure, lends itself to a child-centered learning
approach where creativity and individuality are respected and
enhanced.

 Organizational features of one-room and small schools make
multiage nongraded grouping natural.  The FDOE defines twelve
characteristics to be considered in improving schools.  General
areas for attention include goals, focus, leadership,
expectations, instruction, collaboration, development, order,
time, involvement, incentives, and evaluation (FDOE, 1990).